The six NPQML study modules set out what a leader should know and be able to do.   Modules focus on improving leadership practice and support the development of the critical leadership behaviours of commitment, collaboration, personal drive, resilience, awareness, integrity and respect; behaviours which exemplify how the best leaders operate.

The six study modules you must complete are:

Learn how to: Learn about:
Manage and analyse performance data to evaluate progress, identify trends, define team priorities and develop improvement strategies Tools and techniques to manage and analyse performance data on progress and attainment at group and individual level
Statistical and data analysis concepts
Implement successful change at team level Tools and techniques that support change management
Examples of successful change management drawn from a range of schools
Learn how to: Learn about:
Grow excellent, evidence-based teaching in a team and a curriculum that develops pupils academically and prepares them for adult life Research into, and examples of, domestic and international teaching strategies and pedagogical approaches with a proven impact
Research into, and examples of, different models of pupil assessment
The Ofsted School inspection handbook, particularly in relation to lesson planning, marking, feedback and collection of pupil performance data
The benefits, characteristics and examples of knowledge-rich curricula
Improve the progress, attainment and behaviour of all pupils, including those who are disadvantaged or have particular needs Research into, and examples of, interventions targeted at improving the progress/attainment of disadvantaged groups or those with particular needs
Research into, and examples of, the use of specialist provision for pupils with particular needs, drawn from a range of schools
The graduated approach to supporting SEND pupils, as set out in the SEND Code of Practice
Learn how to: Learn about:
Anticipate other peoples’ views or feelings and moderate your approach accordingly Personal reflection and self-awareness tools
Adopt different leadership styles to ensure the team meets its objectives Research into, and examples of, different leadership styles, including their associated benefits and risks
Present, communicate or defend challenging messages confidently and positively to a range of audiences A range of written and verbal communication and presentation styles, including why these have been adopted in different situations
Learn how to: Learn about:
Realise the benefits of collaborating with others, including teachers, teaching assistants and non-teaching staff, other schools, parents/carers and other organisations Research into, and examples of, effective partnership working, drawn from a range of schools, including the evidence base on effective parental engagement
Research into, and examples of, the main barriers to effective collaboration within and across schools and how these have been overcome
Support the team to build and sustain relationships with others which develop and share good practice and improve performance Research into, and examples of, structures and processes that support collaboration
Learn how to: Learn about:
Deploy staff, financial and educational resources within a team efficiently, to enhance pupil progress and attainment Resource and project management tools and techniques, including budgeting, forecasting and project plans
Manage risks within a team effectively, using a risk register Best practice in relation to managing risks, including the establishment and maintenance of risk registers, drawn from a range of schools
Deliver a safe environment for pupils and staff Key legal requirements and statutory guidance in relation to safeguarding and health and safety in schools
Learn how to: Learn about:
Hold others to account, line manage and evaluate performance effectively A range of performance management techniques, including setting SMART objectives, collecting and giving feedback, coaching/mentoring, and professional development plans
The Teachers’ Standards and Teacher appraisal regulations
Support all members of the team with appropriate, targeted opportunities for professional development, including newly-qualified teachers, teaching assistants, and stronger or weaker performers The Standard for teachers’ professional development and supporting guidance
Professional development opportunities within and beyond the school
Recognise own strengths and weaknesses and identify learning linked to needs Tools to identify own and staff development needs
Evaluate the impact of professional development on teacher development and pupils outcomes Tools to evaluate the impact and cost-effectiveness of professional development activities, particularly in terms of pupil outcomes